Proficiency Information

Proficiency Based Teaching and Learning

Basic Information for Students
and Parents

In this class, we will be
implementing proficiency-based teaching and learning, also known as
standards-based teaching and learning. Simply
put, proficiency asks students to demonstrate what they have learned relative
to grade level standards and provides them with clear criteria showing them what
they need to know and be able to do prior to the assessment. While only some teachers are implementing
this model during the 2012-13 school year, the entire district will be implementing
it the following year.

You will have the opportunity
throughout the year to learn more about proficiency-based teaching and learning
and provide us with feedback. The
Teaching and Learning Department, along with building principals, will host
informational events at each secondary school during the first couple months of
the school year. In addition, the
District is compiling a Frequently Asked Questions page and additional Web
resources to provide parents with more information. Look for these Web resources to be available
following the information nights.

Proficiency is not a significant
departure from a traditional model, but there are some important distinctions. The chart below provides a comparison of the
two models.

Characteristics of a Traditional
Model

Characteristics of a Proficiency
Model

Main purpose of assessment is to report
grades in a particular class. It is
assessment of learning

Main purpose of assessment is for learning
(e.g. analyzing errors and correcting misconceptions); assessment is also
used as a basis for reporting grades

Students receive a grade in the form of a
percent correct, e.g. 80%; does not always provide clear feedback tied
directly to standards

Students receive a grade that reports
progress on grade level standard (e.g.
progressing, proficient, or exceeding standard) and specific areas where
improvement is needed

Students generally provided with a list of
knowledge and skills they will need to learn, but often not provided with
information detailing the criteria on which they be assessed

Students provided with specific grading
criteria in the form of a rubric or scoring guide well in advance of
assessment and generally in advance of instruction

Students typically not allowed to retake an
assessment after more learning occurs

Students learn from errors and
misconceptions on assessments, conduct additional studies, and take another,
similar assessment to show new learning

Low scores at the beginning of a trimester
often preclude high grades at the end of the trimester as all assessments are
averaged together

As students demonstrate new learning, lower
grades are updated with grades that reflect current understanding

Grades average homework, classwork, and
assessments together which may not accurately reflect students’ skill levels

Grades based mostly on assessment scores
and more accurately reflects students’ knowledge and skills as they relate to
grade level standards

Students will still receive letter grades in their classes
just as they always have. Scores
reported on eSIS using percentages will look very similar to what you have seen
in the past. The chart attached to this
letter provides examples of how proficiency-based assessments will be converted
to letter grades and generic criteria for doing so.

Some parents have expressed concern that the increased rigor
in a proficiency model will lower students’ GPAs, resulting in our students not
receiving admissions to the best colleges or earning scholarships. We have not found that to be the case for the
vast majority of students, nor is it suggested in the research. When students are provided with clear
criteria for assessment, provided with opportunities to learn from their
mistakes or misconceptions, and provided with opportunities to demonstrate new
learning, their performance in class has improved.

It would not be in our students’ best interest to implement a
philosophy that would limit their post-secondary opportunities. In fact, our intent is to improve their
success by implementing practices that foster increased levels of achievement. According to the Business Education Compact,
local districts who have implemented proficiency models have seen dramatic
increases in their SAT and ACT scores, primary drivers of college
admissions. Our intent is to increase
opportunities for our students in high school and beyond.